Teaching Multiplication Concept through Diverse Pedagogies: Evidence from Public Primary Schools in District East in Karachi

Abstract

Multiplication is one of the key skills in mathematics that helps in educational life; however, Sindh public primary school students continue to suffer in this skill and demonstrate weak proficiency due to multiple reasons like traditional based learning, rote-based teaching practices, huge class size, lack of teacher professional development training, and resource constraints. This research explored the effectiveness of diverse pedagogical approaches in multiplication teaching at Sindh public primary schools. The purpose of the study is to compare the conventional teaching methods from the activity-based learning, inquiry-based instruction, collaborative learning, and the use of visual aids that enhanced students’ multiplication skills. The study used quantitative approach research design with small amount of qualitative support to strengthen interpretation. To measure the change of student’s achievement a quasi-experimental pre-test and post-test approach was used. Using convenience sampling in one district on Sindh, public primary schools 20 mathematics teachers were selected and 100 primary school students from Grades 2 to 5 were selected as sample. Through research-develop mathematics achievement test the data was collected to assess structured teacher questionnaires and students’ multiplication skills to collect data about implementation challenges and pedagogical practices. Students who are expected to be taught through diverse pedagogical approaches improved engagement in classroom and multiplication performance, while findings also revealed gaps in teachers training that relate to innovative instructional methods. In education, studying is very important for implications, as for improving classroom teaching practices it provided evidence-based recommendations, it inform about the training for teachers’ improvement in their skills, curriculum development support, and it also provide guidance to policymakers in strengthening foundational numeracy skills in Sindh’s public primary schools.